Lesson Plan Form: Ccss - Ela-Literacy - Rf.K.1 Ccss - Ela-Literacy - Rf.K.1.A

Naheed Ali
SPE 400-05
Lesson Plan Form

Candidate: Naheed Ali Subject: ELA Grade level(s): Date: April 10, 2020
Kindergarten
Standard:
CCSS.ELA-LITERACY.RF.K.1
 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A
 Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.RF.K.1.D
 Recognize and name all upper- and lowercase letters of the alphabet.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
What are students learning?
 Basic concepts of print organization
 Elements of a story including character, setting, and illustration cues.
 Left to right progression and alphabet letter distinction.
II. LEARNING OUTCOME (Objective):

 Students will identify and pinpoint print awareness and fundamental reading principles by applying
learned skills during interactive read aloud.
DOK/Cognitive Rigor Level:

 Level 1: Recall & Reproduction
Purpose: Why are students learning this? Why is it important?

 To better the literacy success in understanding written language and promote accuracy in the
reading progression.
Language Demands: What vocabulary will be learned throughout this lesson?

 Author
 Title
 Illustrator
 Front Cover/ Back Cover
 Upper Case/ Lower Case
 Character
 Setting
III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
 Before: Introduction to story and importance of print concepts in reading as well as everyday life.
 After: Independent activity locating concept of print and elements of a story.
IV. INSTRUCTION
A. ENGAGEMENT: How will you introduce the content and get students interested?
 Utilizing “big books” during the class readings to draw attention to print awareness and
illustrations.
 Bringing real life objects or props to keep students engaged and improve understanding of key
concept being discussed.
INSTRUCTIONAL SEQUENCE:
Step #1: Vocabulary

a. What will the teacher do? Teacher will go over vocabulary words not as common that are used
in story by asking students on prior knowledge and building onto definition onto the white
board.
b. What will the students do? Students will raise their hands and explain to their best
understanding what the words define concluding an open dialogue as well as an opportunity to
introduce new vocabulary and writing skills.
Step #2: Ask Questions

a. What will the teacher do? Teacher will hold up ‘big book’ and call on students to locate the
title, illustrator, author, front and back of the book.
b. What will the students do? Students will be given ‘hand pointer stick’ in order to point to the
key distinctions as well as answer the roles of each to their best ability.
Step #3: Read Story

a. What will the teacher do? Teacher will read book aloud pointing to each word as students
follow along and repeat after. Teacher will pause after each page, allowing the students the
opportunity to further connect key illustrations, letter cases, and time to decode the upcoming
turn of events.
b. What will the students do? Students will explain and use ‘finger stick’ to the upper and lower
case letters as well as what the illustration showcases in full sentences.
Step #3: Overall Message

a. What will the teacher do? Teacher will ask students what they felt about the book as well as the
overall theme the author was conveying and whom their favorite character was.
b. What will the students do? Each student will have the opportunity to express their
understanding of the theme and their favorite part of the story.
B. APPLICATION ACTIVITY:
How will students apply what they learned?
 Students will be given printed short stories with colored markers with the task of locating different
aspects of their own books. Instructions will be given one at a time verbally by the teacher and
worked on individually. Each student will also have a blank space for the author as they will write
their own names to practice their writing skills before activity begins.
Questions to be asked:
 Use your red marker to circle the author’s name.
 Use your yellow marker to underline the illustrator’s name.
 Use your blue marker to draw a star near the title of the story.
 Use your green marker to shade in the front page of your story and purple for the back.
 Use your black marker to circle the capital letters on the first page.
 Use your orange to circle a lower case letter in the same sentence.
C. MATERIALS & RESOURCES: What do you need for the lesson?

 Big book of choice (story that interests all students)
 Hand pointer stick
 Colored markers
 Printed short story (1) per student
V. ASSESSMENT STRATEGIES:
Formative:
How will you check for understanding throughout the lesson and monitor progress?
 Teacher will call on students throughout the lesson and walk around during application activity by
monitoring how each child understands each instruction. If student is having difficulty, one on one
instruction will be implemented.
Summative:
How will you know if they mastered the standard?
 Students should be able to understand and locate author, illustrator, beginning of sentences, etc.
correctly.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
 Visual aids
 Group work/discussion
 Scaffolding with Native Language
 Pre-Teaching
 Additional time for assignments/class activity
 Including books that are culturally relatable
 Reading instruction in small grouping
How will this differentiate for struggling students and high achievers? (Modification)
High Achievers:
 Offer a range of texts to choose from
 Extend the activity by adding in more complex questions to answer
Struggling Students:
 Include video
 Use of technology (audio pronunciation)
 Reworded questions in simpler language
VII. CLOSURE:
How will you conclude the lesson?
 Asking on students to share what they highlighted in personal books and why.
 Give students worksheet that explains what was learned so they can go over at
any time.

Lesson Plan Form: Ccss - Ela-Literacy - Rf.K.1 Ccss - Ela-Literacy - Rf.K.1.A

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Naheed Ali

Lesson Plan Form

II. LEARNING OUTCOME (Objective):

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

Language Demands: What vocabulary will be learned throughout this lesson?

III. CURRICULUM CONNECTION:

Step #1: Vocabulary

Step #2: Ask Questions

Step #3: Read Story

Step #3: Overall Message

C. MATERIALS & RESOURCES: What do you need for the lesson?

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

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